2016-17 Program Assessment Report Software Engineering Technology B.S.

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2016-17 Program Assessment Report – Software Engineering Technology B.S. 1

2016-17 Program Assessment Report Software Engineering Technology B.S.

Mission, Objectives & Learning Outcomes

Oregon Tech Mission

Oregon Institute of Technology, an Oregon public university, offers innovative and rigorous applied degree programs in the areas of engineering, engineering technologies, health technologies,

management, and the arts and sciences. To foster student and graduate success, the university provides an intimate, hands-on learning environment, focusing on application of theory to practice. Oregon Tech offers statewide educational opportunities for the emerging needs of Oregonians and provides

information and technical expertise to state, national and international constituents.

Core Theme 1: Applied Degree Programs

Oregon Tech offers innovative and rigorous applied degree programs. The teaching and learning model at Oregon Tech prepares students to apply the knowledge gained in the classroom to the workplace.

Core Theme 2: Student and Graduate Success

Oregon Tech fosters student and graduate success by providing an intimate, hands-on learning environment, which focuses on application of theory to practice. The teaching and support services facilitate students’ personal and academic development.

Core Theme 3: Statewide Educational Opportunities

Oregon Tech offers statewide educational opportunities for the emerging needs of Oregon’s citizens. To accomplish this, Oregon Tech provides innovative and rigorous applied degree programs to students across the state of Oregon, including high-school programs, online degree programs, and partnership agreements with community colleges and universities.

Core Theme 4: Public Service

Oregon Tech will share information and technical expertise to state, national, and international constituents.

Program Alignment to Oregon Tech Mission and Core Themes Our program is very hands-on and thus aligns with Core Theme 1.

Our graduates are in high demand by the industries we support. This is evidence that we are aligned with Core Theme 2.

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Program Mission

The mission of the Software Engineering (SE) Bachelor’s Degree Program within Computer Systems Engineering (CSE) Department at Oregon Institute of Technology is to prepare our students for productive careers by providing an excellent education incorporating industry-relevant, applied

laboratory-based instruction in both the theory and application of software engineering. The program is to serve a constituency consisting of our alumni, our employers and our Industrial Advisory Board. Major components of the SE Program’s mission in the CSE Department are:

 To educate a new generation of Software Engineering Technology students to meet current and future industrial challenges and emerging software trends.

 To promote a sense of scholarship, leadership, and professional service among our graduates.

 To enable our students to create, develop, apply, and disseminate knowledge within the field of software engineering

 To expose our students to cross-disciplinary educational programs.

 To provide employers with graduates in software engineering and related professions.

Program Educational Objectives

 Use their knowledge of engineering to creatively and innovatively solve difficult computer systems problems.

 Regularly engage in exploring, learning and applying state-of-the-art hardware and software technologies to the solution of computer systems problems.

 Will be an effective team member that contributes innovative software design solutions to the resolution of real world problems.

 Will communicate effectively and successfully, both as an individual and within multi-disciplinary teams.

Program Faculty Review

Program Student Learning Outcomes and Objectives were reviewed by program faculty during Fall Convocation Program Assessment Meeting.

The SET program faculty met during convocation. We reviewed and revised our mission statement and educational objectives.

Attachment 1_SET_Mission_Statement_2016_Changes Showcase Learning Opportunities

Many of our students take advantage of internships. We are part of the MECOP program, where students participate in two 6-month internships. Participation in MECOP is as high as 50% of our students. Many other students who do not participate in MECOP find internships on their own.

Program History & Vision

Program History

The Software Engineering Technology (SET) program was implemented in Klamath Falls in 1984 and was initially accredited by TAC of ABET in 1991. The Portland program was established in Fall 1996 under the same accreditation and is currently located on the Wilsonville campus. The Associate degree was

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accredited by TAC of ABET in 2009. The program has continuously evolved as industrial changes have warranted.

Meeting with Advisory Board

Program faculty held a meeting with their Advisory Board during the academic year.

Advisory Board Review

The Advisory Board reviewed the Program Mission and Objectives during the academic year.

We met Friday May 5th. Notes are attached.

Attachment 2_ SP_2017_IAB_Questions_Followup Program Enrollment

Enrollment at the beginning of the year was 285 students. This is down from the previous year, but aside from this year, our enrollment trends has been upward.

Attachment 3_Enrollment_5_Year_History_by_Major Program Graduates

We had 47 graduates this year. This is the highest over the last 10 years.

Attachment 4_Graduates_10_Year_History_by_Major Employment Rates and Salaries

93% of our graduates have found employment with a median salary of $66,750 Attachment 5_Grad_Data_First_Destination_3_Year_History_by_Major

Pass Rates on Board and Licensure Exam N/A

Results of Board or Licensure Exam N/A

Other Program Assessment Data N/A

Desired Data N/A

Closing the Loop

Describe any actions taken and re-assessment done during this academic year in response to assessment findings from prior academic years.

Program Faculty implemented actions during the academic year based on assessment findings from previous assessment cycles.

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We have gathered assessment data following changes that indicates improvement in student learning.

Changes Implemented

Data suggested there may be a problem with problem solving in our students. We re-did the assessment for problem solving, and the new data suggests that the problems identified the previous year were simply a blip in the data. In the re-assessment, both the cohort that had the problem in the previous year and a new cohort of students had acceptable performance on the assessment.

data suggested that our students’ commitment to quality and timeliness needed improvement. We emphasized this more throughout our curriculum, particularly in our Junior Project sequence.

Assessment Findings

In 2015-2016, the students in our Junior Project sequence showed a lack of problem solving skill. We re- did the assessment in both our Senior Project and Junior Project sequences. The seniors represented the same cohort of students that showed the problem in the previous year. Both cohorts of students

showed strong problem solving skills. We concluded that an additional year of development in the weak juniors was sufficient to rectify the problem.

Program Student Learning Outcomes Assessment Cycle

PROGRAM STUDENT LEARNING OUTCOMES 3-Year Cycle

Software Engineering Technology B.S.

2016-17 2017-18 2018-19

OIT-BSOF 2016-17.a An ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities;

OIT-BSOF 2016-17.b An ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies;

CST 320 CST 324

OIT-BSOF 2016-17.c An ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes;

OIT-BSOF 2016-17.d An ability to design systems, components, or processes for broadly-defined

engineering technology problems appropriate to program educational objectives;

CST 336 CST 432

OIT-BSOF 2016-17.e An ability to function effectively as a member or leader on a technical team;

CST 316 CST 336

OIT-BSOF 2016-17.f An ability to identify, analyze, and solve broadly-defined engineering technology problems;

OIT-BSOF 2016-17.g An ability to apply written, oral, and graphical communication in both technical and non-

CST 223 CST 334

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technical environments; and an ability to identify and use appropriate technical literature;

CST 432 OIT-BSOF 2016-17.h An understanding of the need for

and an ability to engage in self-directed continuing professional development;

CST 223 CST 432

OIT-BSOF 2016-17.i An understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity;

OIT-BSOF 2016-17.j A knowledge of the impact of engineering technology solutions in a societal and global context; and

OIT-BSOF 2016-17.k A commitment to quality, timeliness, and continuous improvement.

Assessment Map & Measure

F – Foundation – introduction of the learning outcome, typically at the lower-division level, P – Practicing – reinforcement and elaboration of the learning outcome, or

C – Capstone – demonstration of the learning outcome at the target level for the degree

For each outcome, programs should identify at least 2 direct measures (student work that provides evidence of their knowledge and skills), and 1 indirect measure (student self-assessment of their knowledge and skills) for each outcome.

For every program, data from the Student Exit Survey will be an indirect measure at the capstone level.

OIT-BSOF 2016-17.b An ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies.

Course/Event CST 320

Legend P – Practice

Assessment Measure Direct – Assignment

Criterion 80% or more are proficient or better Course/Event CST 324

Criterion 80% or more are proficient or better Course/Event Student Exit Survey

Legend C – Capstone

Assessment Measure Indirect – Student Exit Survey

Criterion 80% of students rate themselves as “proficient” or better

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OIT-BSOF 2016-17.d An ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives.

OIT-BSOF 2016-17.e An ability to function effectively as a member or leader on a technical team.

Assessment Measure Direct – Behavioral Observation Criterion 80% or more are proficient or better Course/Event CST 336

Assessment Measure Direct – Behavioral Observation Criterion 80% are proficient or better Course/Event Student Exit Survey

OIT-BSOF 2016-17.g An ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature.

Legend F – Foundation

Assessment Measure Direct – Oral Presentation

Assessment Measure Direct – Assignment Criterion 80% are proficient or better

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Assessment Measure Direct – Oral Presentation

OIT-BSOF 2016-17.h An understanding of the need for and an ability to engage in self-directed continuing professional development.

Assessment Measure Direct – Assignment Criterion 60% or more are proficient Course/Event CST 432

Assessment Measure Direct – Behavioral Observation Criterion 80% are proficient or better Course/Event Student Exit Survey

Analysis of Results

OIT-BSOF 2016-17.b An ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies.

Criterion Met

Summary N/A

Improvement Narrative Assessment Method Change: The problem chosen for assessment did not adequately reflect what we wanted to measure. The next time this is assessed, we need to pick new problems and probably also need to review the rubric

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Attachment 6_CST_320_ABET_B_Left_Factor Attachment 7_CST_320_ABET_B_Left_Recursion Attachment 8_PSLO_Exit_Survey_Data

OIT-BSOF 2016-17.d An ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives.

Criterion Met

Summary This was a repeat of the previous year's assessment. This year’s data did not show any issues. Students met the requirement.

Improvement Narrative N/A Attachment 9_JP_Design Attachment 10_SP_1_Design Attachment 11_SP_3_Design

Attachment 8_PSLO_Exit_Survey_Data

OIT-BSOF 2016-17.e An ability to function effectively as a member or leader on a technical team.

Criterion Met

Summary The data indicated that our students do an excellent job functioning as an effective team member.

Improvement Narrative N/A Attachment 12_JP_Group_Fall Attachment 13_JP_Group_Spring Attachment 8_PSLO_exit_survey_data

OIT-BSOF 2016-17.g An ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature.

Criterion Met

Summary The data for CST 223 showed less proficiency than desired. However, CST 223 is taken at the end of the sophomore year. Later courses (CST 334 and 432) showed that our students meet the standard by the time they graduate.

Improvement Narrative N/A

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Attachment 14_CST_223_Oral

Attachment 15_Proposal_Written_Comm Attachment 16_SP_Oral_Communication Attachment 8_PSLO_Exit_Survey_Data

OIT-BSOF 2016-17.h An understanding of the need for and an ability to engage in self-directed continuing professional development.

Criterion Met

Summary Both our Junior Project and Senior Project require students to learn and use software, methods, etc. beyond what they are taught in our classes.

The data show that our students are well equipped to do this.

Improvement Narrative N/A Attachment 17_JP_Lifelong_Learning

Attachment 18_SP_H_Self_Directed_Learning Attachment 8_PSLO_Exit_Survey_Data

References

Program Assessment Coordinator: Philip Howard, Assistant Professor, Computer Systems Engineering Technology

Office of Academic Excellence

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Mission Statement

The mission of the Software Engineering Technology (SET) Bachelor’s Degree Program within Computer Systems Engineering Technology (CSET) Department at Oregon Institute of

Technology is to prepare our students for productive careers in industry and government by providing an excellent education incorporating industry-relevant, applied laboratory-based instruction in both the theory and application of software engineering.

Mission Statement

I. To educate a new generation of Software Engineering Technology students to meet current and future industrial challenges and emerging software trends.

II. To promote a sense of scholarship, leadership, and professional service among our graduates.

III. To enable our students to create, develop, apply, and disseminate knowledge within the

field of software development environment engineering.

IV. To expose our students to cross-disciplinary educational programs.

V. To provide government and high tech industry employers with graduates in software engineering and related professions.

Educational Objectives

The Program Educational Objectives of OIT’s Software Engineering Technology program are to produce graduates that:

A. Use their knowledge of engineering to creatively and innovatively solve difficult computer systems problems.

B. Regularly engage in exploring, learning and applying state-of-the-art hardware and software technologies to the solution of computer systems problems.

C. Will be an effective software development team member that contributes to innovative software design solutions to the resolution of business, scientific or government computer systems problems.

D. Will communicate effectively and successfully, both as an individually and within multi- disciplinary teams.

Attachment 1_SET_Mission_Statement_2016_Changes

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As the software program director, I would appreciate IAB feedback on the following:

1. During the sophomore year, students are expected to take the following courses as prerequisites to Junior Project (JP):

a. Software design patterns (CST 276)

b. GUI programming (CST 238) Focus on human factors

c. Software Systems Testing (CST 236) – more of a software engineering methodologies course: it covers much more than testing

Are these three courses equal in value? How would you rate their importance? Suppose we offered 4 or 5 courses of this nature with the requirement that students must have N of them as prerequisites to JP. What other courses would be valuable? (Note: non-negotiable pre or co-reqs are data structures (CST 211) and databases (CST 324)

2. Our Concepts of Programming course (CST 223) is structured as follows (at least in my version of the course)

a. A couple of weeks on Java (focusing on the differences between C++ and Java) b. A little bit of Python

c. A (mostly) pure functional language (e.g. Scheme) d. A logic language (e.g. Prolog)

e. the quarter ends with students choosing a language (from a broad list), learning the language on their own, developing a project, then presenting to the class what they learned.

The goals are:

1. Be exposed to a wide array of languages and programming paradigms 2. Understand what makes a language good/bad for a particular project

3. Understand attributes of languages (programmer efficiency, runtime efficiency, level of abstraction, type system, etc.)

4. Be equipped to learn new languages/environments on their own

Any thoughts on restructuring this class? How valuable is it? How can it be improved?

3. What are the currently hot topics/languages/environments/methodologies/technologies in industry that we should prepare our students for?

4. What are the most important things to cover in our data structures class?

5. Is a single quarter of data structures/algorithms sufficient or should we add a second course?

6. We currently require four writing courses: WRI 121 English Composition, WRI 122 Argumentative Writing, WRI 227 Technical Report Writing, and either WRI 327 Advanced Technical Writing or WRI 350 Documentation Development. The first three are required by OIT.

Is the fourth sufficiently valuable that we should keep it as a requirement? yes. Writing is good.

7. We have a large number of community college transfer students, and expect more in the future.

Because of the depth of our program, students who take two years at a community college generally require at least three here to complete their degree. Any thoughts on how we can move closer to a 2+2 instead of a 2+3 without compromising the quality of our program?

Working on it. OCCC is working towards “optimal transfer points”, which don’t have to be “after 6 quarters”.

8. We have a hard time attracting quality faculty members. Salary is often an issue, but we even have a hard time getting quality applicants (salary range is not part of the job announcement).

Any suggestions on how we can recruit quality candidates? Update on searches.

Attachment 2_SP_2017_IAB_Questions_Followup

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Page 1 of 1 Majors History, Fall 4th Week

November 30, 2016

The following data represents majors declared by student as of Fall 4th week. Students with multiple/dual majors have been reported under each major in which they enrolled; therefore the student headcount will be duplicated. A small number of students that declared a third major have now been included in this report. Data reported is combined for all levels and all locations.

Some programs may have had name changes such as CLS and have been reported as they were (historically). 5 Year 5 Year

Description Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Difference % Change

ABA Course Series 0 0 3 0 0 0 -

Accounting Certificate 0 0 0 0 1 1 -

Allied Health 0 0 0 0 3 3 -

Allied Health Management 11 5 3 2 1 -10 -90.9%

Applied Behavior Analysis 0 0 0 10 17 17 -

Applied Mathematics 41 38 47 42 33 -8 -19.5%

Applied Psychology 146 149 122 96 110 -36 -24.7%

Automat, Robot, & Cntrl Engr 0 0 0 0 1 1 -

Biology 15 8 1 1 0 -15 -100.0%

Biology-Health Sciences 136 150 150 138 151 15 11.0%

Civil Engineering 127 121 110 120 118 -9 -7.1%

Clinical Lab Science-Earlyadm 6 10 35 22 0 -6 -100.0%

Clinical Laboratory Science 62 85 94 95 2 -60 -96.8%

Communication Studies 55 42 39 47 40 -15 -27.3%

Computer Engineering Tech 82 82 81 86 63 -19 -23.2%

Dental Hygiene 226 240 211 221 202 -24 -10.6%

Diagnostic Medical Sonography 86 104 95 102 112 26 30.2%

Dispute Resolution Certificate 1 1 2 4 2 1 100.0%

Echocardiography 121 119 123 122 128 7 5.8%

Electrical Engineering 76 120 146 164 197 121 159.2%

Electronics Engineering Tech 67 58 51 37 32 -35 -52.2%

Embedded Systems Eng Tech 24 25 32 35 57 33 137.5%

Emergency Medical Services Mgt 0 0 17 20 34 34 -

EMT - Paramedic 29 30 29 28 28 -1 -3.4%

Environmental Sciences 49 49 51 48 42 -7 -14.3%

General Studies 495 736 632 1,031 1,414 919 185.7%

Geomatics 1 0 0 0 0 -1 -100.0%

Geomatics-option in GIS 13 14 10 10 7 -6 -46.2%

Geomatics-option in Surveying 49 39 26 31 30 -19 -38.8%

Health Care Mgmt-Admin Mgmt 0 10 14 19 18 18 -

Health Care Mgmt-Clinical Mgmt 0 4 10 11 25 25 -

Health Care Mgmt-Rad Science 0 3 6 12 12 12 -

Health Informatics 0 0 0 20 38 38 -

Health Sciences 1 1 0 1 2 1 100.0%

Information Technology 0 0 0 56 114 114 -

IT Accounting Option 8 4 2 1 1 -7 -87.5%

IT Applications Dev Opt 91 75 71 48 20 -71 -78.0%

IT Bus/Systems Analysis Opt 58 59 69 51 28 -30 -51.7%

IT Health Informatics Opt 54 68 59 32 17 -37 -68.5%

Magnetic Resonance Imagng Spec 0 0 0 0 4 4 -

Manufacturing Engineering Tech 129 99 109 107 101 -28 -21.7%

Marriage and Family Therapy 0 0 0 0 10 10 -

Mechanical Engineering 208 303 331 323 354 146 70.2%

Mechanical Engineering Tech 145 112 121 121 104 -41 -28.3%

Medical Lab Science-Earlyadm 0 0 0 0 17 17 -

Medical Laboratory Science 0 0 0 0 86 86 -

Mgmt Info Sys/Mgmt Acc Option 1 0 0 0 0 -1 -100.0%

Mgmt/Accounting Option 32 38 35 32 19 -13 -40.6%

Mgmt/Marketing Option 34 34 36 34 37 3 8.8%

Mgmt/Small Bus Mgmt Option 54 43 38 37 33 -21 -38.9%

MIT Applicant 0 0 1 2 0 0 -

Nuclear Medicine Technology 47 51 48 48 49 2 4.3%

Nursing 50 49 52 61 69 19 38.0%

Operations Management 61 66 65 69 70 9 14.8%

Optical Engineering 0 0 3 3 3 3 -

Picture Archive/Comm Sys Spec 0 0 1 2 3 3 -

Polysomnographic Technology 19 13 6 12 5 -14 -73.7%

Population Health Management 0 0 3 24 31 31 -

Pre-Clinical Lab Science 0 8 1 20 2 2 -

Pre-Dental Hygiene 62 65 35 37 48 -14 -22.6%

Pre-Medical Imaging Tech 273 287 253 237 226 -47 -17.2%

Pre-Medical Lab Science 0 0 0 0 27 27 -

Pre-Nursing 56 60 53 69 78 22 39.3%

Pre-Paramedic Education 0 3 3 7 0 0 -

Pre-Renewable Energy Eng 111 0 0 0 0 -111 -100.0%

Pre-Respiratory Care 11 12 8 11 9 -2 -18.2%

Radiologic Science 164 163 154 160 152 -12 -7.3%

Renewable Energy Engineering 110 206 203 180 166 56 50.9%

Respiratory Care 85 84 88 103 117 32 37.6%

Sleep Health-Polysom Tech Opt 0 0 4 6 17 17 -

Software Engineering Tech 260 268 289 309 285 25 9.6%

Spec in Entrepreneur/Small Bus 0 0 0 1 2 2 -

Specialization in Accounting 0 0 0 2 2 2 -

Specialization in Marketing 0 0 1 1 1 1 -

Specialization Travel/Tourism 0 1 0 0 0 0 -

System Engr & Technical Mgmt 0 0 2 3 0 0 -

Technology and Management 16 30 43 46 46 30 187.5%

Vascular Technology 88 95 80 93 98 10 11.4%

Total (Duplicated) 4,146 4,539 4,407 4,923 5,371 1,225 29.5%

Total (Unduplicated) 4,001 4,414 4,273 4,786 5,232 1,231 30.8%

Attachment 3_Enrollment_5_Year_History_by_Major

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Page 1 of 2

10 Year History By Major and Degree Type As of September 5, 2016

Specializations

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Picture Archive/Comm Sys Spec - - - 4 4 3 -

Specialization in Accounting - - - 1 - -

Specialization in Marketing - - - 2 - -

Total 0 0 0 0 0 0 4 7 3 0

Certificates

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Accounting Certificate - - - -

Dispute Resolution Certificate 1 2 1 2 4 1 6 11 1 2

Marketing Certificate - - - -

Polysomnographic Technology - - 4 14 13 11 8 6 3 9

Total 1 2 5 16 17 12 14 17 4 11

Associates

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Associate of Arts 13 8 2 5 - 1 - - 1 1

Computer Engineering Tech 7 5 3 2 3 - 5 7 6 6

Dental Hygiene 25 26 22 25 18 27 18 23 21 9

Electronics Engineering Tech 3 1 2 1 - - - -

EMT - Paramedic 19 21 22 25 27 17 28 26 26 29

Office Systems Technology - 2 2 - - - -

Polysomnographic Technology - - 1 2 3 5 6 2 4 -

Respiratory Care 23 16 15 17 - - - -

Sleep Health-Polysom Tech Opt - - - 3

Software Engineering Tech 7 2 3 2 2 - - 2 9 2

Total 97 81 72 79 53 50 57 60 67 50

Bachelors

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Allied Health Management - - - 1 2 4 3 2 1 -

Applied Environmental Science 1 - - - -

Applied Mathematics - - 7 1 5 4 7 4 4 5

Applied Psychology 46 42 37 30 36 38 30 40 37 31

Biology 10 6 16 14 11 11 3 4 1 2

Biology-Health Sciences - - - 10 14 20 18

Civil Engineering 23 23 29 28 20 14 23 17 15 25

Clinical Laboratory Science 23 24 24 22 22 35 27 34 49 46

Communication Studies 13 13 9 10 13 8 19 13 4 8

Computer Engineering Tech 15 7 14 8 13 3 4 3 3 3

Dental Hygiene 35 38 45 55 49 54 51 76 62 65

Diagnostic Medical Sonography 21 24 21 27 29 24 19 31 25 24

Echocardiography 6 4 16 9 21 32 31 32 29 35

Electrical Engineering - - - 6 11 9 11 17 17 26

Electronics Engineering Tech 18 17 13 10 18 16 11 10 10 13

Attachment 4_Graduates_10_Year_History_by_Major

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Page 2 of 2

Bachelors

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Embedded Systems Eng Tech - - - 1 2 2 4 1 5 3

Emergency Medical Services Mgt - - - 1

Environmental Sciences 1 1 3 1 5 5 4 5 11 14

Geomatics 10 8 5 5 1 - - - - -

Geomatics-option in GIS - - 2 1 1 3 3 5 1 2

Geomatics-option in Surveying - - 1 11 13 14 10 13 1 12

Health Care Mgmt-Admin Mgmt - - - 1 2

Health Care Mgmt-Clinical Mgmt - - - 1 -

Health Sciences 1 3 2 2 2 6 1 1 - -

Industrial Management - - - 1 - - - -

Information Technology 4 4 1 2 - 1 - - - -

IT Accounting Option - 1 2 1 1 2 1 2 - -

IT Applications Dev Opt 8 5 13 5 6 8 21 12 8 11

IT Bus/Systems Analysis Opt 1 1 4 10 12 6 12 14 13 8

IT Health Informatics Opt - - - - 2 4 9 6 14 7

Management Information System 12 2 8 3 - 2 - - - -

Manufacturing Engineering Tech 30 15 16 18 18 9 13 5 11 12

Mechanical Engineering 3 3 17 12 11 19 14 27 23 45

Mechanical Engineering Tech 31 19 31 23 24 19 24 18 17 21

Mgmt Info Sys/Mgmt Acc Option - 3 - - - -

Mgmt/Accounting Option 8 4 3 8 4 9 9 12 5 8

Mgmt/Marketing Option 9 7 5 5 7 8 7 4 7 7

Mgmt/Small Bus Mgmt Option 9 11 11 18 8 6 8 12 4 7

Nuclear Medicine Technology 18 18 16 15 16 16 15 14 14 15

Operations Management 8 6 3 15 7 14 16 13 19 18

Optical Engineering - - - 1 1

Population Health Management - - - 5

Radiologic Science 47 51 50 53 51 50 48 55 45 56

Renewable Energy Engineering - - 6 9 29 35 60 35 29 29

Renewable Energy Systems - - 1 - - - -

Respiratory Care 5 8 6 7 10 21 21 21 27 22

Software Engineering Tech 44 36 27 27 31 29 41 31 35 47

System Engr & Technical Mgmt - - - 3

Technology and Management - - - 1 1 11 8

Ultrasound/Diag Med Sono Opt 1 - - - -

Ultrasound/Vascular Option 1 - - - -

Vascular Technology 30 30 26 23 23 25 21 28 19 24

Total 492 434 490 497 534 565 612 632 599 689

Masters

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Civil Engineering - - - 2 6

Manufacturing Engineering Tech 3 4 7 2 6 8 12 4 8 9

Renewable Energy Engineering - - - 1 11 9

Total 3 4 7 2 6 8 12 5 21 24

Grand Total

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Grand Total 593 521 574 594 610 635 699 721 694 774

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a=2013/2014/2015 combined

b=2014/2015/2016 combined a b a b a b a b a b a b

% among those reporting outcomes 83.3 87.6 6.1 6.7 9.4 4.9 1.2 0.8 90.6 95.1 $ 54,000 $ 56,000

Biology‐Health Sciences 36 38 60 62 4 0 0 0 96 100 $ 20,750 $ 33,000

Civil Engineering 83 92 11 8 6 0 0 0 94 100 ^$^50,000 ^$^51,540

Communication Studies 60 67 13 11 27 22 0 0 73 78 $ 27,000 $ 28,500

Computer Engineering Technology 89 93 0 0 0 0 11 7 100 100 ^$^63,000 ^$^64,000

Dental Hygiene 86 96 4 1 9 2 1 1 91 98 $ 53,000 $ 57,500

Diagnostic Medical Sonography 97 98 3 2 0 0 0 0 100 100 ^$^60,000 ^$^60,868

Echocardiography 95 93 0 3 5 3 0 0 95 97 $ 60,500 $ 64,000

Electrical Engineering 87 83 0 10 13 7 0 0 87 93 $ 60,000 $ 60,000

Electronics Engineering Technology 73 82 7 5 20 14 0 0 80 86 $ 54,250 $ 66,750 Embedded Systems Engineering Tech 80 83 0 17 20 0 0 0 80 100 $ 58,250 $ 60,000

EMT/Paramedic 100 100 0 0 0 0 0 0 100 100 $ 48,000 $ 52,000

Environmental Sciences 67 76 11 18 22 6 0 0 78 94 $ 39,800 $ 40,000

Geomatics: GIS 100 100 0 0 0 0 0 0 100 100 $ 42,000 $ 42,000

Geomatics: Surveying 69 64 0 9 31 27 0 0 69 77 $ 40,500 $ 43,000

Health Care Management 75 80 25 20 0 0 0 0 100 100 ^$^52,000 ^na

Health Informatics 75 79 10 11 15 11 0 0 85 89 $ 53,000 $ 52,000

Information Technology 84 88 0 2 16 10 0 0 84 90 ^$^55,000 ^$^55,000

Management: Accounting 78 83 6 6 17 11 0 0 83 89 $ 32,000 $ 32,250

Management: SmBus/Entrepreneursh 77 87 15 13 8 0 0 0 92 100 ^$^33,000 ^$^40,900

Management: Marketing 82 93 0 0 18 7 0 0 82 93 $ 39,250 $ 48,500

Manufacturing Engineering Technolog 77 85 5 4 13 11 0 0 87 89 $ 62,500 $ 60,000

Mathematics, Applied 60 71 20 29 0 0 20 0 100 100 na na

Mechanical Engineering 71 82 12 9 10 5 7 4 90 95 $ 60,000 $ 60,000

Mechanical Engineering Technology 86 100 7 0 7 0 0 0 93 100 $ 60,000 $ 62,500

Medical Laboratory Science 100 100 0 0 0 0 0 0 100 100 $ 53,750 $ 55,000

Nuclear Medicine Technology 87 86 0 3 13 11 0 0 87 89 $ 57,000 $ 57,846

Nursing

Operations Management 83 83 11 14 6 3 0 0 94 97 ^$^63,000 ^$^63,000

Polysomnographic Technology 83 100 0 0 17 0 0 0 83 100 $ 50,000 $ 40,500

Population Health Management na 75 na 25 na 0 na 0 na 100 ^na ^$^42,000

Psychology, Applied 54 66 24 26 15 5 6 3 85 95 $ 30,000 $ 30,000

Radiologic Science 92 97 1 0 6 3 1 1 94 97 ^$^47,000 ^$^50,000

Renewable Energy Engineering 76 83 6 8 18 9 0 0 82 91 $ 57,000 $ 56,500

Respiratory Care 97 98 0 0 3 2 0 0 97 98 $ 56,000 $ 56,000

Software Engineering Technology 93 91 0 0 3 7 3 3 97 93 $ 62,250 $ 66,750

Technology and Management 100 88 0 0 0 12 0 0 100 88 na na

Vascular Technology 92 91 0 0 8 9 0 0 92 91 $ 64,602 $ 62,000

Additional Notes:

Numbers may not add to 100 due to rounding

na=not reported, or not available due to small sample size METHODOLOGY

Sample Frame 2016: 781 degrees awarded per FAST Survey Response Rate: 49% Total Knowledge Rate 2016: 75%

Sources: Data collected from a variety of sources. Below, for 2016, in chronological order:

Grad Fair paper survey Faculty senior exit survey Career Services survey

Career Services followup with non‐respondents Faculty information from their contact with students LinkedIn Profiles

Salaries of $2,500 and below and $250,000 and above were deleted.

Students with dual majors are included under each major Known Outcomes 2016: 587

Known Outcomes 2013/2014/2015 combined N=1008 Known Outcomes 2014/2015/2016 combined N=1244

Median Salary

% Employed % Continuing Ed % Looking for Work % Not Looking Success Rate

Attachment 5_Grad_Data_First_Destination_3_Year_History_by_Major Oregon Tech Graduate Outcome Data

(16)

Term Name Winter 2017 01/09/17-03/24/17 Course Code CST320

Section Code 01 Assignment Name ABET B

Created By Technology B.S. , Software Engineering ( OIT-BSOF ) Assessment

Document Title

ABET B

Showing Deleted Students

No

23 Aug 2017 Page 1 of 4

Attachment 6_CST_320_ABET_B_Left_Factor

(17)

Rubric View: ABET B

4 Highly Proficient

(4 pts)

3 Proficient

(3 pts)

2 Some Proficiency

(2 pts)

1 Limitedor no Proficiency

(1 pts)

Mean Mode Stdev

an ability to use a knowledge of mathematics, science, engineering, and technology to engineering technology problems in order to select correct principles and applied procedures or methodologies to solve engineering problems

23 0 1 1 3.800 4.000 0.693

an ability to apply principles and applied procedures or methodologies to solve engineering problems

19 2 3 1 3.560 4.000 0.852

std_text

23 (92.00%)

1 (4.00%) 1 (4.00%)

an ability to apply principles and applied procedures or

methodologies to solve engineering problems

std_text

19 (76.00%)

2 (8.00%) 3 (12.00%) 1 (4.00%)

4 Highly Proficient

3

Proficient

2 Some Proficiency

Roster View: ABET B

Student Assessor

an ability to use a knowledge of mathematics, science, engineering, and technology to engineering technology problems

in order to select correct principles and applied procedures or methodologies to solve engineering problems

Phil Howard

4 Highly Proficient 4 Highly Proficient

Phil Howard

4 Highly Proficient 2 Some Proficiency

Phil Howard

1 Limitedor no Proficienc... 2 Some Proficiency

Matthew Phil

23 Aug 2017 Page 2 of 4

(18)

Phil Howard

2 Some Proficiency 1 Limitedor no Proficienc...

Phil Howard

4 Highly Proficient 3 Proficient

Phil Howard

23 Aug 2017 Page 3 of 4

(19)

Phil Howard

23 Aug 2017 Page 4 of 4

(20)

Term Name Winter 2017 01/09/17-03/24/17 Course Code CST320

Section Code 01 Assignment Name ABET B

Document Title

ABET B

No

23 Aug 2017 Page 1 of 4

Attachment 7_CST_320_ABET_B_Left_Recursion

(21)

Rubric View: ABET B

4 Highly Proficient

(4 pts)

3 Proficient

(3 pts)

2 Some Proficiency

(2 pts)

(1 pts)

Mean Mode Stdev

25 0 0 0 4.000 4.000 0.000

an ability to apply principles and applied procedures or methodologies to solve engineering problems

10 9 6 0 3.160 4.000 0.784

std_text

25 (100.00%)

std_text

10 (40.00%) 9 (36.00%) 6 (24.00%)

4 Highly Proficient

3

Proficient

2 Some Proficiency

Roster View: ABET B

Student Assessor

an ability to use a knowledge of mathematics, science, engineering, and technology to engineering technology problems

in order to select correct principles and applied procedures or methodologies to solve engineering problems

Phil Howard

Matthew Phil

23 Aug 2017 Page 2 of 4

(22)

Phil Howard

23 Aug 2017 Page 3 of 4

(23)

Phil Howard

23 Aug 2017 Page 4 of 4

(24)

Q39 - Program Student Learning Outcomes - Computer Engineering Technology A.E. Please rate your proficiency in the following areas:

# Question High

proficiency Proficiency Some proficiency

Limited

proficiency Total

23

a. An ability to apply the knowledge, techniques, skills, and modern tools of

100.00% 1 0.00% 0 0.00% 0 0.00% 0 1

Attachment 8_PSLO_Exit_Survey_Data

(25)

the discipline to narrowly defined engineering technology activities.

24

b. An ability to apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge.

0.00% 0 100.00% 1 0.00% 0 0.00% 0 1

25

c. An ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments.

100.00% 1 0.00% 0 0.00% 0 0.00% 0 1

26

d. An ability to function effectively as a member of a technical team.

100.00% 1 0.00% 0 0.00% 0 0.00% 0 1

27

e. An ability to identify, analyze, and solve narrowly defined engineering technology problems.

0.00% 0 100.00% 1 0.00% 0 0.00% 0 1

28

f. An ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature.

100.00% 1 0.00% 0 0.00% 0 0.00% 0 1

(26)

29

g. An ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature.

100.00% 1 0.00% 0 0.00% 0 0.00% 0 1

30

h. An understanding of and a commitment to address professional and ethical responsibilities, including a respect for diversity.

100.00% 1 0.00% 0 0.00% 0 0.00% 0 1

31

i. A commitment to quality, timeliness, and continuous improvement.

0.00% 0 100.00% 1 0.00% 0 0.00% 0 1

Q69 - Program Student Learning Outcomes - Software Engineering Technology

B.S. How much has your experience at Oregon Tech contributed to your

knowledge, skills, and personal development in these areas?

(27)

# Question Very much

Quite a

bit Some Very

little Total

76

a. An ability to select and apply the knowledge, techniques, skills, and modern tools of the discipline to broadly-defined engineering technology activities.

50.00% 10 40.00% 8 10.00% 2 0.00% 0 20

(28)

77

b. An ability to select and apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require the application of principles and applied procedures or methodologies.

50.00% 10 30.00% 6 20.00% 4 0.00% 0 20

78

c. An ability to conduct standard tests and measurements; to conduct, analyze, and interpret experiments; and to apply experimental results to improve processes.

40.00% 8 40.00% 8 15.00% 3 5.00% 1 20

79

d. An ability to design systems, components, or processes for broadly-defined engineering technology problems appropriate to program educational objectives.

50.00% 10 45.00% 9 5.00% 1 0.00% 0 20

80

e. An ability to function effectively as a member or leader on a technical team.

40.00% 8 35.00% 7 15.00% 3 10.00% 2 20

81

f. An ability to identify, analyze, and solve broadly-defined engineering technology problems.

50.00% 10 25.00% 5 25.00% 5 0.00% 0 20

82

g. An ability to apply written, oral, and graphical communication in both technical and non-technical environments; and an ability to identify and use appropriate technical literature.

30.00% 6 50.00% 10 20.00% 4 0.00% 0 20

83

h. An understanding of the need for and an ability to engage in self-directed continuing professional development.

40.00% 8 30.00% 6 15.00% 3 15.00% 3 20

84

i. An understanding of and a commitment to address professional and ethical responsibilities including a respect for diversity.

50.00% 10 30.00% 6 10.00% 2 10.00% 2 20

85

j. A knowledge of the impact of engineering technology solutions in a societal and global context.

30.00% 6 35.00% 7 25.00% 5 10.00% 2 20

(29)

86

k. A commitment to quality, timeliness, and continuous improvement.

25.00% 5 60.00% 12 10.00% 2 5.00% 1 20

(30)

Term Name Spring 2017 04/03/17-06/16/17 Course Code CST336

Section Code 01

Assignment Name ABET D: Design

Document Title

ABET D: Designing a System, Component or Process

No

1 Jul 2017 Page 1 of 4

Attachment 9_JP_Design

(31)

Rubric View: ABET D: Designing a System, Component or Process

High Proficiency

(4 pts)

Proficiency

(3 pts)

Deveoping Proficiency

(2 pts)

Limited/No Proficiency

(1 pts)

Mean Mode Stdev

Identify critical elements of the design 13 13 3 0 3.345 3.000 0.658

Create a detailed design specification addressing each of the identified critical design elements

3 23 1 2 2.931 3.000 0.640

Generate a implementable solution for each of the identified critical design elements

10 16 3 0 3.241 3.000 0.625

Identify critical elements of the design

std_text

13 (44.83%) 13 (44.83%)

3 (10.34%) Create a detailed design

specification addressing each of the identified critical design elements

std_text

3 (10.34%)

23 (79.31%)

1 (3.45%) 2 (6.90%)

Generate a implementable solution for each of the identified critical design elements

std_text

10 (34.48%) 16 (55.17%)

3 (10.34%)

High Proficiency

Proficiency Deveoping Proficiency

Limited/No Proficiency

Roster View: ABET D: Designing a System, Component or Process

Student Assessor

Identify critical elements of

the design

Create a detailed design specification addressing each of the identified critical

design elements

Generate a implementable solution for each of the identified critical

design elements Phil

Howard High Proficiency

Proficiency Proficiency

Phil Howard

High Proficiency

Proficiency High Proficiency

Phil Howard

Proficiency Proficiency Proficiency

Phil Howard

Proficiency Proficiency High Proficiency

Phil Howard

Proficiency Proficiency Proficiency

Phil Howard

High Proficiency

High Proficiency High Proficiency

Phil Howard

High Proficiency

High Proficiency High Proficiency

Phil Howard

High Proficiency

Proficiency Proficiency

Isaac Phil

1 Jul 2017 Page 2 of 4